Using sista circles to examine the professional experience of contemporary black women teachers in schools: a collective story about school culture and support

There is very little literature in teacher education to inform our knowledge about mentoring among Black female teachers. This gap has left a void in our understanding of the effectiveness of mentoring in supporting Black women in the teaching profession. Therefore, I examined the mentoring and support that six Black women elementary teachers in a Southeastern state received inside and outside of schools. Using sista circle methodology, teachers discussed professional experiences that validated their need for alternative support in their school settings and beyond the schools. The findings of this study offer important implications regarding culturally relevant approaches for mentoring and researching Black women.